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Comprehension strategy instruction for Hispanic children with mathematical learning difficulties
Michael J Orosco1, Shahlo Mamedova1, Naheed A Abdulrahim2
1Educational Psychology, University of Kansas, Lawrence, KS, United States.
Comprehension Strategy Instruction (CSI) significantly improved math skills for Hispanic children facing language and cognitive challenges. Working memory influenced how effective the intervention was, suggesting personalized approaches are beneficial.
Area of Science:
- Educational Psychology
- Cognitive Science
- Mathematics Education
Background:
- Hispanic children often struggle with math problem-solving due to linguistic and cognitive demands.
- Working memory capacity can influence learning outcomes in children with mathematical difficulties.
Purpose of the Study:
- To evaluate the effectiveness of Comprehension Strategy Instruction (CSI) for Hispanic children with math learning difficulties.
- To determine if working memory moderates the impact of CSI on mathematical performance.
Main Methods:
- A study involving 43 third-grade Hispanic children with math difficulties and 32 controls.
- Hierarchical linear modeling was used to analyze the data.
- Intervention effectiveness and moderator effects were examined.
Main Results:
- CSI showed significant positive effects on mathematical performance with medium effect sizes.
- Both CSI and working memory were significant predictors of math achievement.
- A trend suggested that cognitive profiles (working memory) moderated CSI's effectiveness.
Conclusions:
- Integrating CSI into math instruction can support Hispanic students' linguistic and cognitive development.
- Tailoring interventions based on students' working memory capacity may enhance math learning.
- Addressing both language and cognitive factors is crucial for improving math outcomes in this population.
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